The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren

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dc.contributor.advisorOxtoby, Richarden_ZA
dc.contributor.advisorDawes, Andrewen_ZA
dc.contributor.authorBaddeley, Gillian Maryen_ZA
dc.date.accessioned2016-02-15T07:12:10Z
dc.date.available2016-02-15T07:12:10Z
dc.date.issued1984en_ZA
dc.descriptionBibliography: pages 141-168.en_ZA
dc.description.abstractIQ test performance of elementary schoolchildren was investigated as a function of two levels of test anxiety and two types of IQ measure. IQ measures used, the New South African Group Test (NSAGT) and the Wechsler Intelligence Scale for Children - Revised (WISC-R) were assumed to vary in anxiety-provoking cues on cognitive-attentional theoretical grounds. The hypothesis tested was that high test anxiety would lower performance on the NSAGT, but not the WISC-R. The performance of children varying in test anxiety but equivalent in intelligence was then compared at different IQ levels with the hypothesis that high-test anxious children would perform less well at each level. Academic achievement and self-concept of these children were also investigated, with the hypotheses that high-test-anxious children would be lower in both than low-test-anxious children of equivalent intelligence. The Test Anxiety Scale for Children, the Defensiveness Scale for Children and the Piers-Harris Children's Self-Concept Scale were administered to all Standard 4 pupils at two white, English-language, co-educational schools in middle-class suburbs. Highly defensive children were eliminated; the top and bottom 20% of the test anxiety distribution formed the experimental groups, high-test-anxious (HA; n=28) and low-test-anxious (LA; n=27) who were tested blind, in random order, on the WISC-R NSAGT and achievement data were obtained from school records and subjects assigned to High, Medium and Low IQ levels based on NSAGT scores. Analysis of variance indicated that HA children obtained significantly lower IQ scores independent of type of IQ measure.en_ZA
dc.identifier.apacitationBaddeley, G. M. (1984). <i>The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/17015en_ZA
dc.identifier.chicagocitationBaddeley, Gillian Mary. <i>"The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1984. http://hdl.handle.net/11427/17015en_ZA
dc.identifier.citationBaddeley, G. 1984. The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Baddeley, Gillian Mary AB - IQ test performance of elementary schoolchildren was investigated as a function of two levels of test anxiety and two types of IQ measure. IQ measures used, the New South African Group Test (NSAGT) and the Wechsler Intelligence Scale for Children - Revised (WISC-R) were assumed to vary in anxiety-provoking cues on cognitive-attentional theoretical grounds. The hypothesis tested was that high test anxiety would lower performance on the NSAGT, but not the WISC-R. The performance of children varying in test anxiety but equivalent in intelligence was then compared at different IQ levels with the hypothesis that high-test anxious children would perform less well at each level. Academic achievement and self-concept of these children were also investigated, with the hypotheses that high-test-anxious children would be lower in both than low-test-anxious children of equivalent intelligence. The Test Anxiety Scale for Children, the Defensiveness Scale for Children and the Piers-Harris Children's Self-Concept Scale were administered to all Standard 4 pupils at two white, English-language, co-educational schools in middle-class suburbs. Highly defensive children were eliminated; the top and bottom 20% of the test anxiety distribution formed the experimental groups, high-test-anxious (HA; n=28) and low-test-anxious (LA; n=27) who were tested blind, in random order, on the WISC-R NSAGT and achievement data were obtained from school records and subjects assigned to High, Medium and Low IQ levels based on NSAGT scores. Analysis of variance indicated that HA children obtained significantly lower IQ scores independent of type of IQ measure. DA - 1984 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1984 T1 - The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren TI - The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren UR - http://hdl.handle.net/11427/17015 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17015
dc.identifier.vancouvercitationBaddeley GM. The effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildren. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1984 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17015en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPsychologyen_ZA
dc.titleThe effect of test anxiety on IQ test performance, achievement, and self-concept in elementary schoolchildrenen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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